Medical education is an evidence-driven professional field that operates in an increasingly regulated environment as compared to other fields within universities. The…
Medical education is an evidence-driven professional field that operates in an increasingly regulated environment as compared to other fields within universities. The purpose of this paper is to establish the extent to which Porter’s five competitive forces framework (Porter, 2008) can drive the management of medical schools in Australia.
Drawing on data from semi-structured interviews with over 20 staff from 6 case study Australian medical schools, this paper explores Australian medical education, by looking at the current policy context, structure and interactions between organizations within the system.
The findings provide evidence that environmental forces affect the nature of competition in medical education, and that competitive advantage can be gained by medical schools from a sustained analysis of the industry in which they operate in. Consequently, it is possible to apply a pre-dominantly profit-oriented framework to higher education.
As an industry facing increasing pressure toward marketization and competition, the findings provide sufficient evidence that an analysis of higher education as an industry is possible.
The findings provide evidence that strategic leadership and management in higher education should encompass greater levels of delegation and decision making at all levels. Effective leadership should focus on creating an inspiring vision of the future through a sustained analysis of the industry in which they operate.
The study has made a key contribution through an industry analysis of Australian medical education, which provide important implications for leadership and management in higher education. The study is of significant value to researchers as well as senior management in higher education.
Moving up the career ladder has its rewards – more money, of course. However, in academia, it could also mean more time and autonomy to pursue your research interests and greater ability to influence the direction of your department and your field. However, getting a promotion takes time and effort, mixed in with a pinch of luck and willingness, while keeping your day job ticking over. Amidst all this, you also need to ensure you are across the process and criteria – slightly different at every university and different yet again in institutions overseas. This chapter will demystify the process by providing you with a useful overview across global contexts, tips, and tested techniques for making yourself promotion ready.
In a world where some (predominantly male) colleagues gets undue credit and airtime in academia and some women struggle to juggle work and family responsibilities, this chapter provides some reflections about the author’s own personal journey as a female early career academic, as well as the author’s recent experience in applying for an academic promotion. Appended within this chapter are also some advice and tips from other female colleagues who have recently been successful in their applications for promotion. The author is only a drop in the ocean of academia but hopefully these reflections will help other female colleagues who are trying to navigate the academic world.
Key forces shaping higher education drive institutions to make strategic choices to locate themselves in niches where they can make use of their resources effectively and…
Key forces shaping higher education drive institutions to make strategic choices to locate themselves in niches where they can make use of their resources effectively and efficiently. However, the concepts of strategy and strategic positioning in higher education are contested issues due to the nature and complexity of the sector and the university. As an industry facing increasing pressure toward marketization and competition, this study calls for an analysis of higher education, as an industry, in a more business-oriented framework. This chapter makes a contribution to scholarly research in higher education by applying Porter’s five forces framework to medical education. In doing so, it provides a foundational perspective on the competitive landscape, its environment, its organizations, and the groups and individuals that make up the higher and medical education sector.
The pursuit of becoming a professor is intensely competitive and fraught with personal and academic complexities. This chapter reflects the author’s post-PhD experience of being “on the market.” The author explores some of the challenges and strategic considerations of gaining a fixed-term contract in hope of securing a coveted tenure track position. The author’s advice for promotion from “perilous to permanent” status is driven by two questions: “what do I want?” and “what’s the best use of my time?” This chapter will be of interest to an international audience including PhD candidates, early career researchers, and those going “back on the job market.”
Latin America is a vast and diverse continent. Not only are there dozens of different nations, but each country is also marked by stark regional differences. Nevertheless…
Latin America is a vast and diverse continent. Not only are there dozens of different nations, but each country is also marked by stark regional differences. Nevertheless, the academic profession in all countries shares some common features that are important for an emerging scholar to know. Here, maybe more than in other parts of the world, early career decisions have significant and long-lasting consequences. This chapter presents the Latin American academic context focusing on the academic career ladder, as it is organized both in the public and the private sectors, exploring the many sources of tension and challenges, as well as opportunities for early career scholars in the region.
In the concluding chapter of the book, Professor Graeme Aitken will reflect on key academic promotion themes and ideas presented by the contributing authors. Drawing on the author’s experience as a former Dean of Education, and involvement within the Universitas 21 collaborative project on the recognition of teaching as a critical aspect of academic promotion, Professor Aitken will offer observations about the complexities of current academic promotion processes within the academe. The author’s insights will address our overarching series intention of advancing our thinking about “surviving and thriving in academia” via the authors’ range of international promotion experiences.